2452 Assistant Director, Center for Writing in College, Career, and Community


TITLE Assistant Director, Center for Writing in College, Career, and Community




IMMEDIATE SUPERVISOR Director, Center for Writing in College, Career, and Community

MAJOR ADMINISTRATOR Dean, College of Arts and Letters


The Assistant Director, Center for Writing in College, Career, and Community supports the Director in developing grants, contracts, and programs in support of the Center. The Assistant Director, Center for Writing in College, Career, and Community writes grant proposals related to the Center’s programs, oversees the day-to-day operations of the Center, and assists the Director in managing and hiring for grants and contracts. The Assistant Director, Center for Writing in College, Career, and Community develops professional learning initiatives with school districts and coordinates professional development by working with school districts and faculty and staff working on grants and contracts, the Center for Writing in College, Career, and Community director and co-director, and teacher-consultants to develop and market professional learning and research opportunities to area school districts and community agencies. Assistant Director, Center for Writing in College, Career, and Community oversees the Center’s website.

This is a grant and contract-funded position for one year.


Education: A Master’s degree in a relevant area is required; a Master’s degree in English Education is preferred.

Experience: At least five years of teaching experience in K-12 and university public or private schools is required. At least two years of experience working with a national evaluation team on grants, securing contracts for partnerships, and developing training for adult learners is required. Experience with a one-on-one coaching model and a teachers-teaching-teachers model in elementary, middle, and high school is preferred. Experience writing grants for national programs, developing summer outreach programs for youth, and experience with legislative advocacy at the state and federal level is preferred. Experience as a participant in a national writing project summer invitational institute, as a participant in a national writing project advanced institute, and as a facilitator of long-term sustained school-based professional learning programs is preferred.

Skills: Effective interpersonal, verbal, and written communication skills are required. Organizational and project planning skills are required. The ability to work independently is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required. The ability to use Microsoft Office applications is preferred. The ability to develop and maintain web pages is preferred.


1. Ensures that the Center operates in accordance with grant guidelines as needed and with the specific goals, objectives, and activities outlined in the University’s Center for Writing in College, Career, and Community proposal.

2. Supports the development of the Center by promoting the programs throughout the multi-state region and nationally, coordinating curriculum, instructional design, and a coaching model, facilitating professional learning as needed with schools, and arranging training for consultants.

3. Ensures that the Center is fully operational by serving as the primary liaison between the Center, the Director, and University administration and regularly reporting to partner institutions, advisory committees, and University administrators to discuss the progress of grant initiatives, accountability measures, and project concerns.

4. Assures effective administration of the Center by monitoring day-to-day operations and processes involving staff performance, budget, reports, and purchases and working with Financial Services to assure that financial records are in compliance with federal and University guidelines.

5. Establishes and maintains close working relationships with representatives from area rural school districts, community colleges and universities, state agencies, and state and local educational agencies.

6. Effectively manages the Center’s programs by ensuring that the programs meet all grant obligations in a timely manner, preparing and submitting all necessary reports in a timely manner, and implementing and monitoring fiscal records related to grant funds and project objectives.

7. Ensures effective communication by serving as a liaison with the Center’s funding agents, attending required meetings, and overseeing the Center’s website.

8. Supervises all details of the Center’s programs by monitoring and reviewing each program’s progress and assuring that all records and files are complete and current.

9. Documents the Center’s progress in achieving its funded objectives by coordinating program evaluations and maintaining a database of information on project activities, budgets, expenditures, formative project evaluations, and summative project evaluations.

10. Represents the Center at appropriate meetings, both locally, regionally, and nationally.

11. Supports the Director in securing funding for the continuation of the Center by doing research and working closely with the Director of Sponsored Research and Programs to coordinate the writing of cooperative agreements and grant proposals.

12. Provides recruitment and coordination of professional learning by working with school districts, the director, and teacher consultants to develop and market professional learning and coursework to area school districts and community agencies.

13. Contributes to a work environment that encourages knowledge of, respect form, and development of skills to engage with those of other cultures or backgrounds.

14. Remains competent and current through self-directed professional reading, developing and maintaining professional contacts with colleagues, attending professional development courses, and attending training and/or courses as required by the Director, Center for Writing in College, Career, and Community.


The Assistant Director, Center for Writing in College, Career, and Community is supervised by the Director, Center for Writing in College, Career, and Community.


MAY 2016


Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 5 - 3300 Points: Knowledge of the principles and methods of an administrative, managerial, or professional field such as accounting or auditing, financial management, information technology, business administration, human resources, engineering, law, social sciences, communications, education, or medicine. Knowledge permits employee to supervise projects and/or departments using standard methods to improve administrative and/or line operations. Knowledge also permits employee to plan steps and carry out multi-phase projects requiring problem definition and modified techniques, to coordinate work with others, and to modify methods and procedures to solve a wide variety of problems. Knowledge at this level requires a Bachelor's or Master's degree with substantial related work experience, including up to two years of administrative or supervisory experience. Alternatively, this level may require a professional or clinical degree beyond the Bachelor's degree with moderate related work experience; knowledge requirements include significant levels of related work experience.

Factor 2: Supervisory Responsibility

Level 2 - 130 Points: Regular, but limited, supervision, training, or directing the work assignments of (a) small numbers of student, part-time or temporary workers, or (b) one or more permanent, full-time employees. The nature of supervision is largely confined to scheduling work and assigning tasks. Supervision at this level typically does not include a full range of supervisory responsibilities, and supervisory duties typically do not consume a large portion of the work day.

Factor 3: Interactions with Others

Level 4 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.

Factor 4: Job Controls and Guidelines

Level 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.

Factor 5: Managerial Responsibility

Level 4 - 1500 Points: Work involves the primary accountability for a smaller department, program, or process. Work activities involve managerial decisions that directly affect the efficiency, costs, reputation, and service quality of the department, program, or process. Work affects a limited range of professional projects or administrative activities of the University. Work activities have a direct and substantial impact on the department. While work activities do have some effect on the efficiency and reputation of the cost center, departments, programs, or processes at this level represent a relatively minor function within the cost center. Employees in jobs at this level may have responsibility for developing budgets, distributing budgeted funds, and exercising the primary control over a relatively small budget.